近年來,國內(nèi)外學者研究了運用概念隱喻能力培養(yǎng)的方法進行詞匯教學研究,多以理論研究為主,少有實證研究。本研究采用行動研究,探索概念隱喻能力的提高對初中生詞匯學習的影響。本研究試圖回答兩個問題:(1)初中生概念隱喻能力的提高能否提高其英語詞匯的短時記憶、長時記憶水平?(2)初中生概念隱喻能力的提高在多大程度上提高其英語詞匯理解和運用水平?該研究以廣東佛山某中學七年級2個班的73名學生為研究對象,教師從學生現(xiàn)行教材7個模塊中共選取193個英語詞匯作為教學材料,共實施2輪行動、為期18周。教師運用概念隱喻能力培養(yǎng)的方法進行詞匯教學。在第二輪行動中,學生開始參加每周一次的隱喻句子創(chuàng)造比賽。教師將學生分為高、低英語水平組。每個模塊詞匯學習結(jié)束后學生進行概念隱喻詞匯聽寫,每輪結(jié)束后學生進行概念隱喻詞匯長期記憶、理解和使用能力測試。在行動前后學生分別進行概念隱喻能力前、后測。教師分別在高低英語水平組選擇3個代表性的學生進行詞匯學習情況訪談進行3次訪談,每次參與訪談的學生均不重復。教師通過測試來測量結(jié)果并收集測試數(shù)據(jù),運用SPSS22.0配對樣本t檢驗和獨立樣本t檢驗進行統(tǒng)計與分析。統(tǒng)計與分析結(jié)果顯示:...

【文章頁數(shù)】：124 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Studies on Vocabulary Learning
        2.1.1 Studies of Vocabulary Learning Abroad
        2.1.2 Studies of Vocabulary Learning in China
    2.2 Studies on Metaphorical Competence Cultivation and Vocabulary Learning
        2.2.1 Studies on Metaphorical Competence
        2.2.2 Studies on Metaphorical Competence Cultivation on VocabularyLearning
    2.3 Summary of Research Gap
Chapter Three Theoretical Framework
    3.1 Conceptual Metaphors
        3.1.1 Mechanism of Conceptual Metaphors
        3.1.2 Classification of Conceptual Metaphors
        3.1.3 Characteristics of Conceptual Metaphors
    3.2 Conceptual Metaphors and Semantic Extension of Vocabulary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Instruments
        4.3.1 Tests
        4.3.2 Interviews
        4.3.3 Teaching Journals
    4.4 Teaching Materials
    4.5 Design of Actions
    4.6 Research procedures
        4.6.1 Preparation Stage: Identifying Problems and Making Plans
        4.6.2 The First Round: Taking Action and Reflection
        4.6.3 The Second Round: Taking the Adjusted Plan and Reflection
Chapter Five Results and Discussion
    5.1 Vocabulary Level Results
        5.1.1 Results of Vocabulary Short-term Memory Tests
        5.1.2 Results of Vocabulary Long-term Memory Tests
        5.1.3 Results of Vocabulary Comprehension and Use Tests
    5.2 Discussion
        5.2.1 Impact of Metaphorical Competence on Vocabulary Short-term Memory
        5.2.2 Impact of Metaphorical Competence on Vocabulary Long-term Memory
        5.2.3 Impact of Metaphorical Competence on Vocabulary Comprehension and Use
Chapter Six Conclusions
    6.1 Main Findings
    6.2 Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendix Ⅰ The First Period Vocabulary Exam Paper
Appendix Ⅱ The Second Period Vocabulary Exam Paper
Appendix Ⅲ Scores of the Vocabulary Tests
Appendix Ⅳ Scores of the Vocabulary Dictations
Appendix Ⅴ Interviews The First Interview
Appendix Ⅵ Teaching Plans
Appendix Ⅶ Teaching Journals
Appendix Ⅷ Metaphorical Competence TestⅠ
Appendix Ⅸ Metaphorical Competence TestⅡ
Appendix Ⅹ Scores of Metaphorical Competence TestⅠ&Ⅱ
Appendix Ⅺ The Entrance Exam Paper
Appendix Ⅻ Scores of the Entrance Exam Paper Test



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